5 Need for English languageArabisation e.g. Emiratisation, Kuwaitisation – born of a concern about increasing unemployment among local nationals and the Gulf’s reliance on foreigners to provide servicesSerious initiatives afoot to involve larger numbers of the local population in all areas of the economyEnglish language is recognised as key to working in a globalised world and as a lingua franca for international access and dialogueGraduates from local Arabic secondary school generally have very low levels of English and ELT comprises a large % of local foundation courses for entry into tertiary education

6 Need for English languageMinistries of Education and Education Councils across the Gulf are acutely aware of the problem and aiming to reform their education systems from kindergarten level upwardsIn the meanwhile, many send groups of students overseas for summer schools e.g. UAE’s Abu Dhabi Education Council, or for longer ELT programmes e.g. Saudi Arabia’s King Abdulla Scholarship Programme (KASP)Cambridge ESOL reported 15,000-20,000 examinations in the Gulf in 2008 which included YLE, KET, BEC, BULATS, TKT and CELTACambridge ESOL and IELTS numbers (around 50,000) are increasing each year as there is a need for using externally assessed examinations which are internationally benchmarked

27 Cultural concernsBrief host families to better understand Middle Eastern students e.g.basics of Islamprayer times and the importance of prayer – particularly on a Fridaylocation of nearest mosqueshalal food – prepare a list of local halal shops and restaurantsalcohol – actually offensive to many Muslimspork – particularly offensivedogs – touching a dog is considered by many Muslims to be ‘haram’modest dressinghygiene (lack of bidets or ‘hoses’)very few will have ever used public transportsome have limited experience of managing themselves e.g. waking up in a morning

28 Manage expectationsManage student expectations beforehand about the standard of UK accommodationmany students will be coming from well-off families and live in luxurious, modern, spacious villasGulf students are used to high levels of hygiene – many perceive UK bathrooms as ‘dirty’ – perhaps warn about lack of bidets/hosesBe prepared to deal with fears and concerns about safety in the light of the Hastings incident last summer and give honest, appropriate advice

29 Characteristics of learners from the GulfNot used to independent study and critical thinking – rote learning; study skills support may be helpfulWant the fastest route to achieve certificatesExpect a significant social element – trips and visitsEnjoy shopping!

30 Impact of the ‘financial crisis’On the one hand, the recent 30% devaluation of the £ makes a UK education even more attractive (all Gulf currencies besides Kuwait’s are pegged to the US dollar)On the other hand, Gulf nationals too have been hit by the crisis and may have less disposable incomeWhile the full impact of the crisis on the Gulf is not entirely known, it is generally perceived that the region will fare ‘least badly’ in the context of the world economy

33 Importance of personal relationships in the GulfRelationship building is critical in the GulfVisit major sponsors, for instance the armed forces and the police, who send a lot of students to the UK to study EnglishInvestigate opportunities to work with firms in the private sector on business English coursesKeep agents up to date with developments at your institution, especially success stories of students they sentVisit the cultural attachés in LondonWhat sets you apart from other ELT providers?

34 Local ELT markets – Saudi ArabiaBroadly, the private ELT market is underdevelopedBerlitz, Wall Street, ELS and Direct English presentBig foundation year programmes at universities a real growth area – offer opportunities for potential UK/Saudi partnershipsMassive demand for teacher training, especially CELTA, as most of these universities ask for itNobody is offering CELTA in the Kingdom, apart from British Council’s annual course to women only in Jeddah“I would say the market here is wide open”

35 Local ELT markets – UAEInternational House – mainly Teacher Training and CELTA optionsInlingua, BerlitzSeveral small language schoolsOffer a range of services including training in languages, management skills, soft skills and ITLarge foundation year programmes at universities and Higher Colleges of TechnologyHigh demand for IELTS

36 Local ELT markets – QatarGrowing demand - all 6 colleges/universities in Education City require IELTS 6 to enter programmes or at least 4 to join the bridging (foundation) yearDemand for ELT is met mainly by universities and colleges (College of the North Atlantic in Qatar in particular)A few local private centres, but they do not satisfy a large % of the demand – Bell, CNAQ, ELS, CHN, Expression, Academic Bridge, Berlitz, Language Training InstituteIncreasing demand from schools for teacher training and language training for staff and students

37 Local ELT markets – BahrainBerlitz, American Cultural Centre, Dar Al Ma’arafaThe market for adult, young learner, corporate and IELTS courses is growingEnglish language competence is a key skill for university entrance and employment

38 British Council objectives and strategiesTo increase awareness of the Education UK brand and UK educational offerings to target groups and the wider general public and increase the number of ME-domiciled students studying ELT in the UK by 10% year on year through:more outreach work into schools, colleges and various institutions across the MEmore extensive use of media & PR, e-newsletters and identity/brand profilingspecific campaigns focusing on English Languageproactively working with, training and supporting Education agents, Careers’ Officers & School Counsellors across the Middle Eastcultivating closer relationships with Scholarship Agencies

39 British Council objectives and strategiesEstablish Middle East education collaboration priorities at governmental and institutional level and devise mechanisms for bringing ME and UK key players togetherSecure the UK’s position as a leader in international education via various regional projects e.g.English for the futureQuality Assurance in higher educationResearch capacity buildingSkills for employability